Rogers, Nicholas (2024) Simulated Online Music Composing Lessons: developing teaching models through action research. Doctoral thesis, University of Wales Trinity Saint David.
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Abstract
The purpose of this research was to develop three models for the online teaching of music composing, along with creating a composing-specific technology, pedagogy, and content knowledge (TPACK) model from Mishra and Koeher’s (2006) original TPACK model. The teaching models developed were synchronous (live teaching), asynchronous (teaching is pre- recorded), and synergistic (a hybrid of synchronous and asynchronous). The study, situated in an interpretivist paradigm, used a two-cycle action research approach. A year 9 class of 19 students consented to participate in the research, which collected data through bi-weekly questionnaires, semi-structured interviews, and a researcher diary. The teaching, upon which the research was based, took place in a simulated online environment within a physical classroom, where each student had access to a computer, headphones, the G Suite for Education, and BandLab. The findings explore the development of the models, where three music-specific online composing teaching models and a composing-specific TPACK model are presented. The research highlights that teaching composing online is possible, but that challenges, including communication and creating a sense of belonging within the online environment, exist. The students shared many positive views about online learning and were receptive to the changes made to the models after each cycle, including for example the addition of a second Google Meet call. The key themes foregrounded by this research were online music pedagogy, relationships, efficiency, and the misalignment of efficiency and connectedness, contributing to the literature around online music teaching. Based on the findings, the need for further research into how the teaching models and TPACK model interact, development of the composing -specific TPACK model, and testing of the models in a true online environment, are suggested. Moreover, the findings indicate the value of the models as a guide for educators in their own online music pedagogic practice. The three models for teaching online music composing and the composing-specific TPACK model are the major contributions of this research.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | music education, TPACK, online teaching, music composing, music composition, online music composing, asynchronous, synchronous, synergistic, online learning |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools M Music and Books on Music > M Music M Music and Books on Music > MT Musical instruction and study |
| Divisions: | Theses and Dissertations > Doctoral Theses |
| Depositing User: | Nicholas Rogers |
| Date Deposited: | 07 Nov 2024 13:28 |
| Last Modified: | 07 Nov 2024 13:28 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/3190 |
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